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Primary Teachers' Perceptions of CLIL Implementation in Spain
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Campillo, José María; Sánchez, Raquel; Miralles, Pedro – English Language Teaching, 2019
CLIL (Content and Language Integrated Learning) has been one of the major innovations that has been implemented in Spain in the last decades and many questions have arisen in relation to its effectiveness. The aim of this article is to report primary teachers' perceptions of the most relevant aspects of CLIL teaching of Science and Social Science…
Descriptors: Elementary School Teachers, Teacher Attitudes, Second Language Learning, Second Language Instruction
Native Speakerism and the Construction of CLIL Competence in Teaching Partnerships: Reshaping Participation Frameworks in the Bilingual Classroom
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Relaño Pastor, Ana María; Poveda, David – Language and Education, 2020
English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual…
Descriptors: Content and Language Integrated Learning, Language of Instruction, Classroom Communication, English (Second Language)
The Role of Paraprofessional in the ESL/Bilingual Program.
McIlhenny, Anne – 1979
This study examines the changing role of the paraprofessional as viewed from the vantage point of the English as a Second Language (ESL) Bilingual classroom. The difficulty in encountering material on the role of the paraprofessional has led to some confusion in the minds of teachers as to how these assistants in the classroom are to be utilized.…
Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Bilingual Teachers
Paraprofessional Math Guidebook. Selection--In-Service Workshop--and Evaluation Overview.
Renaud, Albert J. – 1976
This guidebook reports the results of a three-year study involving the use of paraprofessionals with mathematics students in the La Mesa-Spring Valley School District (California), and outlines a program for initiating a mathematics paraprofessional program. Over 1200 students in grades 4-7 participated in this project to determine the effects of…
Descriptors: Educational Research, Elementary School Mathematics, Evaluation Methods, Grade 7